Volumes I-IX and Volume X, Numbers 1-4 were originally written and posted for CU Denver, where they are currently archived at: <http://www.cudenver.edu//OTE/nn/index.htm>.
 

NUTSHELL NOTES

"Teaching tips in a nutshell" - The University of Colorado
at Denver's One-page Newsletter for Teaching Excellence
Office of Teaching Effectiveness & Faculty Development
1250 14th St. Room 720
Denver, CO 80217-3364 
Phone (303)556-4915
FAX (303)556-2678
Volume 9 Number 1 January, 2001

Brain-based Learning 3—Nutrition for Scholarly Performance

    The concept of "mind" and "body" as separate has particular perils for scholars; our brains are as physical as any other part our bodies.

    We all breathe the same air, but we all don't have the same oxygen-carrying capacity to our brains. Physical activity increases the flow of oxygen to the brain, and non-repetitive movements such as those often found in dance, gymnastics, or martial arts have surprising positive effects on academic performance, especially on spelling ability and reading comprehension.

    The brain is more than 80% water. In 1995, neurophysiologist C. Hannaford noted that poor learning performance can often be traced simply to mild dehydration. Dehydration is a special problem in areas like Denver, which are typified by dry air and high altitude. Learning specialists advocate eight to fifteen glasses of water daily to optimize learning performance. Soda, coffee, and common tea are considered as substandard water substitutes. Although some professors ban eating and drinking in class, one should rethink such policies, especially with respect to bottled water.

    Glucose is a major nutrient used by the brain, and glucose is most depleted after a night's sleep. Thus "Breakfast of Champions? has special meaning for academics. Students who skip breakfast to attend a morning class will not be at their best potential for learning or participation.

    Tyrosine, the amino acid found in meats, fish, dairy products and tofu, is critical to mental performance. Low income students may breakfast only on breads or processed cereal, and such breakfasts, largely devoid of tyrosine & choline, don't provide nearly the boost for thinking and learning as do those with a good protein source.

    Memory, alertness, visual ability, attention, and focus needed to undertake organizational tasks are all affected by vitamins and trace nutrients. In particular, vitamins C, E, and A, the B vitamins B-6, B-12, choline (see "Boosting Working Memory,? Science v. 290 Dec. 22, 2000, pp. 2275-2276) and folic acid, along with the trace nutrients magnesium, sodium, potassium, zinc, iron, boron and selenium are important. A study in 1988 revealed that groups who received a single multivitamin supplement outperformed control groups in reaction time, visual acuity and in measures of intelligence. Megadoses apparently have no discernible added benefit. On the other hand, deficiencies of essential nutrients can result in lethargy, fatigue, failing memory, poor concentration, and even depression and hostility. Taking a multivitamin each day, and having healthy, frequent snacks are habits worth cultivating.

    How about herbs? According to a brief readable summary in Skeptical Inquirer (2001, v. 25, n. 1, pp. 43-49), a few really do improve cognition, although researchers caution against concurrent use of some herbs with certain prescription medications. Ginkgo has been the most thoroughly researched and validated as a cognitive activator. Ginseng (Panax ginseng) has also been shown in several studies to facilitate learning and memory. Both herbs seem to work by enhancing electrical activities associated with memory formation and by increasing the production or enhancing the activity of acetylcholine, which is a neurotransmitter utilized in memory and other cognitive activities. Kava (Piper methysticum) is an herb known for producing a calm but alert mental state. Its effects are similar to some antianxiety drugs, but without their sedative effects.

    Good nutrition and exercise practices that enhance performance in sports are well known. Similar practices can improve learning performance and are becoming better known. We should keep aware of this unfolding knowledge, and also pass this knowledge on to our students.

Repeated Call for SUBMISSIONS
President's Faculty Excellence Award for Advancing Teaching and Learning Through Technology
Cash stipend $2000 + $8000 project funding
DEADLINE - January 31, 2001
Seven copies of the submission packet are due in VC Midge Cozzens Office UCD Suite 700 on the above date. Only one can be forwarded to the CU System.

The materials should demonstrate/document: (1) integration of pedagogy and technology, (2) novel use of contemporary technologies, (3) positive impact on learning, (4) creative contribution to academic discipline, and (5) contribution to academic unit and overall campus goals to enhance teaching/learning with technology.

The submission packet should include:
(1 ) a letter of nomination from the Dean or Department Chair that specifically addresses the award criteria and any other distinguishing characteristics of the nominee's work;
(2) a narrative (4 page maximum) authored by the nominee that addresses:
- What were your instructional goals, including learning outcomes related specifically to the use of technology?
- Provide a detailed description of the instructional application(s), the technologies employed, the course(s) involved, and any other information relevant to the award criteria.
- In what way was your integration of pedagogy and technology innovative?
- What was novel about your application of technology?
- What was the impact or the outcomes on student learning?
- Describe any contributions of this instructional application to your academic discipline.
-What has been the impact of your work towards achieving the teaching, learning and technology goals of your academic unit and your campus?
- Describe any special efforts you made to enable this work to be successful (e.g. created partnerships, secured resources).
- Briefly describe how the $8,000 would advance your instructional technology objectives.
(3) Two letters from students whose learning was impacted by the application. The student support letters should specifically address how their learning benefited from a technology-enhanced experience.
(4) Additional letters may be submitted. Up to two letters from other users or beneficiaries of the application should demonstrate direct knowledge of the nominee's qualifications for the award and should address the award criteria.
(5) A current copy of the nominee's curriculum vitae.

Optional: The nomination materials may include website referrals and/or selected print-outs of web-based materials that illustrate the innovative use of the technology and its impact on student learning. One nominee from each CU campus will demonstrate elements of the instructional application in a 20 minute presentation to the University-wide review committee.

Friday February 16, 2000
Brain-based Learning
with
Dr. Robert Leamnson
University of Massachusetts at Dartmouth
Executive Tower Inn
8:30 A.M. - 3:00 (approx) P.M.

WORKSHOP IS FILLED at 50, but if you have special need/desire to attend, contact enuhfer@carbon.cudenver.edu ASAP & we'll consider expanding our space at the Executive Tower.
 
 

Foundation Solicits
?Good News!?

Our own Betsy Cheroutes is preparing handouts for the next CU Foundation Board of Directors, who are meeting on the first of February. A part of this duty is exercising of "bragging rights?-telling others about good, and possibly unusual things that faculty may be doing. This invitation for faculty to communicate to the Foundation is a nice action; we benefit whenever we can show some of the wonderful things we do to prospective donors.  Betsy's asking for this input verifies that  colleagues  here who don't teach nevertheless care about things that faculty do and what happens to faculty.

News to consider sending to Betsy include some of the obvious, such as recognition with an award or honor, or a recent grant. But go beyond this by offering information on other areas such as being elected to an office in a professional society within your discipline (a true honor to be chosen as a leader by your peers outside the university), or particularly, by describing something innovative or particularly satisfying that you are doing in your classroom with students.

Even more so than a formal report or announcement, the ability to informally converse with others is important to those advocating on our behalf, so providing stories and information such as yours that can be brought out in one-on-one conversations is a worthy investment of your time. Never underestimate the value of 'small-talk."

Please send your stories & items directly to
<Betsy.Cheroutes@cufund.colorado.edu>.
 
 

Edward Nuhfer, Director Teaching Effectiveness & Faculty Development
CU-Denver Campus Box 137 PO Box 173364 Denver, CO 80217-3364
(303) 556-4915 Fax (303) 556-5855